LEADER 03704nam  22006374a 450 
001 9910457908103321
005 20200520144314.0
010   $a1-4106-1166-3
035   $a(CKB)1000000000347670
035   $a(EBL)255609
035   $a(OCoLC)475970298
035   $a(SSID)ssj0000151059
035   $a(PQKBManifestationID)11149125
035   $a(PQKBTitleCode)TC0000151059
035   $a(PQKBWorkID)10281359
035   $a(PQKB)10071736
035   $a(MiAaPQ)EBC255609
035   $a(Au-PeEL)EBL255609
035   $a(CaPaEBR)ebr10333558
035   $a(CaONFJC)MIL761065
035   $a(OCoLC)935230904
035   $a(EXLCZ)991000000000347670
100   $a20040709d2005      uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 00$aEveryday matters in science and mathematics$b[electronic resource] $estudies of complex classroom events /$fedited by Ricardo Nemirovsky ... [et al.]
210   $aMahwah, N.J. $cLawrence Erlbaum Associates$d2005
215   $a1 online resource (391 p.)
300   $aDescription based upon print version of record.
311   $a0-8058-4723-5 
311   $a0-8058-4722-7 
320   $aIncludes bibliographical references and indexes.
327   $aContents; Preface; Introduction; 1 ""Why Would Run Be in Speed?"" Artifacts and Situated Actions in a Curricular Plan; 2 Mathematical Places; 3 Developing Concepts of Justification and Proof in a Sixth-Grade Classroom; 4 ""Everyday"" and ""Scientific"": Rethinking Dichotomies in Modes of Thinking in Science Learning; 5 The Mathematics Behind the Graph: Discussions of Data; 6 Creating Mathematics Stories: Learning to Explain in a Third-Grade Classroom; 7 Instructional Contexts That Support Students' Transition From Arithmetic to Algebraic Reasoning: Elements of Tasks and Culture
327   $a8 Constructing a Learning Environment That Promotes Reinvention9 Involving Students in Realistic Scientific Practice: Strategies for Laying Epistemological Groundwork; 10 ""What Are We Going to Do Next?"": Lesson Planning as a Resource for Teaching; 11 Exploration Zones: A Framework for Describing the Emergent Structure of Learning Activities; Author Index; Subject Index
330   $aThis book re-examines the dichotomy between the everyday and the disciplinary in mathematics and science education, and explores alternatives to this opposition from points of view grounded in the close examination of complex classroom events. It makes the case that students' everyday experience and knowledge in their entire manifold forms matter crucially in learning sciences and mathematics. The contributions of 13 research teams are organized around three themes: 1) the experiences of students in encounters with everyday matters of a discipline; 2) the concerns of curriculum designers, incl
606   $aMathematics$xStudy and teaching (Elementary)
606   $aMathematics$xStudy and teaching (Elementary)$vCase studies
606   $aScience$xStudy and teaching (Elementary)$xMethodology
606   $aScience$xStudy and teaching (Elementary)$vCase studies
608   $aElectronic books.
615  0$aMathematics$xStudy and teaching (Elementary)
615  0$aMathematics$xStudy and teaching (Elementary)
615  0$aScience$xStudy and teaching (Elementary)$xMethodology.
615  0$aScience$xStudy and teaching (Elementary)
676   $a372.7
701   $aNemirovsky$b Ricardo$f1951-$0958110
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910457908103321
996   $aEveryday matters in science and mathematics$92170589
997   $aUNINA